Georgia State University.
J Appl Behav Anal. 1972 Fall;5(3):233-46. doi: 10.1901/jaba.1972.5-233.
A series of three experiments was performed in a classroom setting with small groups of young children with severe articulation problems. Variations on a basic token reinforcement procedure were demonstrated in each experiment. A combined multiple baseline/reversal design showed effective experimenter control of rates of correct and incorrect consonant sound articulation in all cases. In addition, the data in each experiment showed the problems of obtaining stimulus generalization of the high rates of correct articulation to non-training settings. The third experiment demonstrated a procedure for producing such generalization by making each child a discriminative stimulus for correct articulaton by the other child, thus maintaining high levels of correct articulation for each child when in the presence of the other.
在一个有严重发音问题的儿童小组的教室里进行了一系列三项实验。在每一项实验中，都展示了基本代币强化程序的变化。一项综合的多项基线/反转设计表明，在所有情况下，实验者都能有效地控制正确和错误辅音发音的速度。此外，每个实验中的数据都表明，在非训练环境中获得高正确率发音的刺激泛化存在问题。第三项实验展示了一种通过使每个孩子成为另一个孩子正确发音的辨别刺激来产生这种泛化的程序，从而使每个孩子在另一个孩子在场时保持高的正确发音水平。
